Finds that teachers' professional efficacy is related to the environment in which they practice. Explains higher levels of efficacy in Catholic schools by organizational differences. Cites principal leadership and communal organization as essential to teacher satisfaction. Suggests fostering cooperative environments and reasonable teacher autonomy…

Using a theoretical model of institutional culture, organizational climate, and faculty motivation, a study examined how faculty (n=1,123) and administrators (n=381) in 10 colleges differed in their perceptions, whether differences were affected by institution type, and to what extent faculty and administrators had different implicit models of…

Applies three factors of expectancy theory (estimations of the likelihood of success, likelihood that a behavior will result in certain outcomes, and positive or negative value placed on each outcome) to faculty academic advising. Identifies educational environments and activities conducive to use of the theory to enhance faculty motivation for…

School systems can promote computer literacy among teachers by starting at the administrative level, making inservice comprehensive and long-term, providing concrete support, and offering opportunities for participation. (Author)

Examines research addressing the reasons why teachers enter and leave the profession; how teachers learn to teach and develop classroom effectiveness skills; and what conditions and incentives promote the highest levels of teachers' skill acquisition and development. Implications are summarized for development of teacher compensation and career…

This book advances the premise that teachers, in addition to students, must be viewed as customers of the school. Teachers' jobs and work environments must therefore be redesigned for maximum professional growth and development. Unless teachers are supported in developing a quality work environment, efforts to improve schools will be marginally…

As a response to Joyce Killian's article in the same issue of "Educational Leadership" (EA 513 318), this article discusses the increased staff development responsibility placed on administrators as a result of the necessity for an appropriate environment and opportunities for promoting voluntary technological growth. (Author/DCS)

Examines the implications for educators of the "Motivation-Hygiene Theory" proposed by Frederick Herzberg. Suggests increasing staff opportunities for goal setting, decision making, and expanded professional competence as strategies for developing staff motivation. (Author/MLF)

Discusses the concept of motivation and two central, theoretical disputes: how intrinsic and extrinsic rewards function and whether incentives must be focused to be effective. Reviews studies on merit pay and career ladder plans and considers the potential role of group-based collegial incentives in teacher motivation. Appended are 123 footnotes.…